Collectivism Vs Individualism: The Relationship Between Principals’ Zhongyong Thinking And Teachers’ Career Adaptability

• In Event: AERA Roundtable Session Friday 7:45 am
  In Roundtable Session: Leadership Orientation Cross Diverse Contexts

Abstract

Zhongyong thinking, a Chinese indigenous thinking style pivotal to leadership, embodying diverse consideration, adaptive integration, and harmony, has garnered heightened attention in educational leadership. Yet, studies on the impact of Principals’ Zhongyong thinking on teachers and its interplay with national culture warrant exploration, particularly the coexistence of collectivism and individualism. This study investigates how principals’ Zhongyong thinking influences teachers’ career adaptability and mechanisms with 548 Chinese teachers. Results showed that principals’ Zhongyong thinking positively predicted career adaptability via basic psychological need satisfaction. Collectivism positively moderated links between principals’ Zhongyong thinking and teachers’ basic psychological need satisfaction and career adaptability. Contrariwise, higher individualism weakened these relationships. These findings enrich Chinese indigenous leadership and provide practical implications.

Authors

• Min Qi, Beijing Normal University

• Yufeng Zhang, Beijing Normal University